Dual Language Learners

These resources provide information on culturally and linguistically responsive practices, as well as ways to support children who are dual language learners and their families: National Center on Cultural and Linguistic Responsiveness Important to Know: Dual Language Learner Facts, Figures, and Findings The Importance of Home Language Series This series of handouts provides basic information […]

Children working together on project.

Creating the Classroom For All

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If the idea of a classroom with a grid of desks occupied by a group of nearly identical children who sit in silence while the teacher stands before the board speaking is not your ideal, then you’re already on your way to creating a class room for diverse learners. Soon you won’t even be thinking […]

Marcella E. Franczkowski joins Jeff Gladhill and other Washington County organizers at the Anxiety, ADHD, and the Brain conference.

Understanding Anxiety, ADHD, and the Brain

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Assistant State Superintendent, Marcella E. Franczkowski presented Maryland’s comprehensive approach to understanding the whole child at the Western Maryland Consortium conference: Understanding Anxiety, ADHD and the Brain: a conference designed to help parents, families, caregivers, and professionals better understand the physiological connections between these conditions. The conference was held at the Washington County Technical High School […]

All Means All Framework

A framework developed around twelve key beliefs that reflect research as well as the values of educators involved in the development of the framework. These key beliefs set the foundation for and are aligned with the four areas of framework. This article will get you started!

Accommodations for ELLs with Disabilities

It is important to ensure that student performance is not unduly influenced by student disabilities or linguistic/cultural characteristics that are unrelated to the content being assessed. Here’s a few ways to help accommodate ELLs with disabilities.

Differentiated Instruction Techniques

While these conceptual categories can help you understand differentiated instruction, you still need specific techniques in order to implement differentiated instruction with your particular students and in your particular classroom.

Thinking about DI: Content, Process, and Product

Differentiating instruction means creating multiple paths so that students with different ability levels, learning styles, and interests can all be successful in learning and in demonstrating what they have learned. One way to think about differentiated instruction is by using the framework of “content, process, and product.

Differentiated Instruction in Action

So how do you actually use differentiated instruction in your classroom? To begin, you need a deep understanding of your students and your curriculum; an awareness of how you can adjust your curriculum to meet the needs of your students; and an understanding of how you can use your classroom space to promote differentiated instruction

A Differentiated Instruction Scenario

CASE STUDY: Ms. Taylor’s class is composed of students with a wide range of abilities and interests. Through careful assessment, Ms. Taylor learns that her students range from those who read at or above grade level to those who struggle to read anything at all.